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排序方式: 共有100条查询结果,搜索用时 15 毫秒
91.
Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties 下载免费PDF全文
Christopher J. Lonigan Beth M. Phillips Jeanine L. Clancy Susan H. Landry Paul R. Swank Michael Assel Heather B. Taylor Alice Klein Prentice Starkey Celene E. Domitrovich Nancy Eisenberg Jill de Villiers Peter de Villiers Marcia Barnes The School Readiness Consortium 《Child development》2015,86(6):1773-1793
This article reports findings from a cluster‐randomized study of an integrated literacy‐ and math‐focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business‐as‐usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students from each classroom (N = 760) who averaged 4.48 (SD = 0.44) years of age at the start of the school year. There were positive impacts of the two versions of the curriculum on language, phonological awareness, math, and socioemotional outcomes, but there were no added benefits to academic or socioemotional outcomes for the children receiving explicit socioemotional instruction. Results are discussed with relevance to early childhood theory, policy, and goals of closing the school readiness gap. 相似文献
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Michael Eisenberg 《学习科学杂志》2013,22(4):588-594
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The Relations of Emotionality and Regulation to Preschoolers' Social Skills and Sociometric Status 总被引:5,自引:0,他引:5
Nancy Eisenberg Richard A. Fabes Jane Bernzweig Mariss Karbon Rick Poulin Laura Hanish 《Child development》1993,64(5):1418-1438
The purpose of this study was to examine the relations of emotionality (intensity and negative emotion) and regulation (coping and attentional regulation) to preschoolers' social skills (as rated by adults) and sociometric status. Teachers' ratings of children's constructive coping and attentional control were positively related to boys' social skills and peer status, whereas negative affect was negatively related. Acting out (vs. avoidant) coping and emotional intensity were negatively related to girls' and boys' social skills and boys' peer status. In addition, mothers' reports of boys' coping by seeking social support and low emotional intensity were associated with boys' positive social functioning, whereas avoidant coping was positively related to girls' rated social skills. The results are discussed in relation to research on emotion regulation and coping with emotion in interpersonal contexts. 相似文献
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Sixty-five (38 male and 27 female) preschool children (mean age = 5 years 1 month) completed measures of peers’ trustworthiness (promise keeping and secret keeping). Teachers rated the preschool children's inhibitory control, trustworthiness, and preschool adjustment. Structural Equation Modeling (SEM) yielded support for the hypothesized model. The expected positive paths were found from (1) gender to preschool adjustment and inhibitory control, (2) age to peer-reported trustworthiness, (3) peer-reported trustworthiness to preschool adjustment, (4) inhibitory control to peer-reported trustworthiness, and (5) inhibitory control to preschool adjustment. The findings confirmed the hypothesized development of trustworthiness with age and girls’ advantage over boys in inhibitory control and preschool adjustment. The findings supported the hypotheses that trustworthiness is associated with preschool adjustment and mediates, in part, the relation between inhibitory control and preschool adjustment. 相似文献
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Xiaoye Xu Tracy L. Spinrad Sonya Xinyue Xiao Jingyi Xu Nancy Eisenberg Deborah J. Laible Rebecca H. Berger Gustavo Carlo 《Child development》2023,94(6):1581-1594
White children's effortful control (EC), parents' implicit racial attitudes, and their interaction were examined as predictors of children's prosocial behavior toward White versus Black recipients. Data were collected from 171 White children (55% male, Mage = 7.13 years, SD = 0.92) and their parent in 2017. Prosocial behavior toward White peers was predicted by children's higher EC. When predicting prosocial behavior toward Black peers and prosocial disparity (the difference between White and Black recipients), parents' implicit racial attitudes moderated the relation between children's EC and children's prosocial behavior. Specifically, children's EC was positively associated with prosocial behavior toward Black peers (and negatively related to inequity in prosocial behavior) only when parents exhibited less implicit racial bias. 相似文献